,FMT3701 Assignment 2 (COMPLETE ANSWERS)
Semester 1 2025 - DUE 26 July 2025; 100% correct solutions
and explanations.
QUESTION 1
1.1 Explain the concept “number sense” and its development. (4
marks)
Number sense refers to a child’s understanding of numbers and
their relationships. It includes the ability to recognize numbers,
count accurately, understand quantity, and perform basic
operations. Children with good number sense can flexibly use
numbers to solve problems and make reasonable estimates.
Development of number sense progresses through:
Concrete experiences: Manipulating real objects (e.g.,
blocks, beads).
Semi-concrete representations: Using pictures or
drawings.
Abstract understanding: Recognizing numerals and
performing mental calculations.
1.2 Distinguish between verbal and object counting, giving
two (2) examples for each. (10 marks)
Verbal counting involves saying number words in the correct
sequence, without necessarily linking them to actual objects.
Examples of verbal counting:
, 1. A child recites, “One, two, three, four, five…” while
looking at a number chart.
2. A learner sings a counting song: “1, 2, buckle my shoe…”
Object counting involves counting real or visual items,
matching each number word to an object (one-to-one
correspondence).
Examples of object counting:
1. A child counts five apples on the table by pointing to each:
“One, two, three, four, five.”
2. Learners count the number of pencils in a box by picking
them up one at a time.
1.3 Briefly contrast:
1.3.1 Order irrelevance (2 marks)
This principle means that the order in which objects are
counted does not affect the final count. As long as each object
is counted once, the total remains the same.
Example: Whether you count the toys left to right or right to left,
the total is still 6.
1.3.2 Movement is magnitude (2 marks)
This misconception occurs when learners think that physically
moving an object changes its quantity or value.
Semester 1 2025 - DUE 26 July 2025; 100% correct solutions
and explanations.
QUESTION 1
1.1 Explain the concept “number sense” and its development. (4
marks)
Number sense refers to a child’s understanding of numbers and
their relationships. It includes the ability to recognize numbers,
count accurately, understand quantity, and perform basic
operations. Children with good number sense can flexibly use
numbers to solve problems and make reasonable estimates.
Development of number sense progresses through:
Concrete experiences: Manipulating real objects (e.g.,
blocks, beads).
Semi-concrete representations: Using pictures or
drawings.
Abstract understanding: Recognizing numerals and
performing mental calculations.
1.2 Distinguish between verbal and object counting, giving
two (2) examples for each. (10 marks)
Verbal counting involves saying number words in the correct
sequence, without necessarily linking them to actual objects.
Examples of verbal counting:
, 1. A child recites, “One, two, three, four, five…” while
looking at a number chart.
2. A learner sings a counting song: “1, 2, buckle my shoe…”
Object counting involves counting real or visual items,
matching each number word to an object (one-to-one
correspondence).
Examples of object counting:
1. A child counts five apples on the table by pointing to each:
“One, two, three, four, five.”
2. Learners count the number of pencils in a box by picking
them up one at a time.
1.3 Briefly contrast:
1.3.1 Order irrelevance (2 marks)
This principle means that the order in which objects are
counted does not affect the final count. As long as each object
is counted once, the total remains the same.
Example: Whether you count the toys left to right or right to left,
the total is still 6.
1.3.2 Movement is magnitude (2 marks)
This misconception occurs when learners think that physically
moving an object changes its quantity or value.
